Compares the advantages of multitext and single text approaches to literary study and advocates the multitext approach. (DD)

The multitext approach to the teaching of English allows for more teacher control over course content, greater variety in subject matter, easier provision for individual differences, and less financial expenditure. (DD)

Describes teaching techniques for using the multitext approach to English to motivate high school students. (DD)

Contains descriptions of 16 works and suggestions for ways to teach them in the secondary English class. (DD)

Describes a system for involving students in identifying, reading, evaluating, and ordering paperback books for a school library.

Describes the functions of school librarians and suggests ways English teachers can work with them more successfully. (DD)

Describes 12 successful mini-courses which use newspapers as the basic skills text. (DD)

Describes a senior elective course in Western Civilization which focused on an original play written by the teacher and produced by the students. (DD)

Discusses how students benefit from a book fair. (DD)

Describes the techniques used in a three-week unit evaluating the ways the media (newspapers, radio, and television) communicate. (DD)

Suggests ways to motivate students to write poetry, and illustrates them with samples of student poems. (DD)

Discusses 11 documents indexed in the ERIC system dealing with course organization, adolescent literature, course guides, unit plans, and ethnic studies, as these documents relate to multitext teaching. (DD)

A wide-ranging discussion with William Labov, a sociolinguist interested in the study of nonstandard dialects, especially Black English dialect. (DD)

Discusses several contradictory misconceptions exacerbating the problems of American education and discouraging original thought by students. (DD)

Presents a fictional interview with an ineffective English teacher. (DD)